ADOLESCENCE AGE

 Adolescence is the period of transition between childhood and adulthood. It

includes some big changes—to the body, and to the way a young person
relates to the world.

 The many physical, sexual, cognitive, social, and emotional changes that
happen during this time can bring anticipation and anxiety for both
children and their families. Understanding what to expect at different stages
can promote healthy development throughout adolescence and into early
adulthood.
Stages of Adolescence

 Early Adolescence (Ages 10 to 13)

 During this stage, children often start to grow more quickly. They also begin notice
other body changes, including hair growth under the arms and near the genitals,
breast development in females and enlargement of the testicles in males. They
usually start a year or two earlier in girls than boys, and it can be normal for some
changes to start as early as age 8 for females and age 9 for males. Many girls may
start their period at around age 12, on average 2-3 years after the onset of breast
development.
 These body changes can inspire curiosity and anxiety in some―especially if they do
not know what to expect or what is normal. Some children may also question their
gender identity at this time, and the onset of puberty can be a difficult time for
transgender children.
 Early adolescents have concrete, black-and-white thinking. Things are either
right or wrong, great or terrible, without much room in between. It is normal at
this stage for young people to center their thinking on themselves (called
"egocentrism"). As part of this, preteens and early teens are often self-conscious
about their appearance and feel as though they are always being judged by their
peers.
 Pre-teens feel an increased need for privacy. They may start to explore ways
of being independent from their family. In this process, they may push
boundaries and may react strongly if parents or guardians reinforce limits
 Middle Adolescence (Ages 14 to 17)
 Physical changes from puberty continue during middle adolescence. Most males will
have started their growth spurt, and puberty-related changes continue. They may have
some voice cracking, for example, as their voices lower. Some develop acne. Physical
changes may be nearly complete for females, and most girls now have regular periods.
 At this age, many teens become interested in romantic and sexual relationships. They
may question and explore their sexual identity―which may be stressful if they do not
have support from peers, family, or community. Another typical way of exploring
sex and sexuality for teens of all genders is self-stimulation, also called masturbation.
 Many middle adolescents have more arguments with
their parents as they struggle for more
independence. They may spend less time with family and
more time with friends. They are very concerned about
their appearance, and peer pressure may peak at this
age.
 The brain continues to change and mature in this stage, but there are still
many differences in how a normal middle adolescent thinks compared to an
adult. Much of this is because the frontal lobes are the last areas of the brain to
mature―development is not complete until a person is well into their 20s! The
frontal lobes play a big role in coordinating complex decision making, impulse
control, and being able to consider multiple options and consequences. Middle
adolescents are more able to think abstractly and consider "the big picture," but
they still may lack the ability to apply it in the moment. For example, in certain
situations, kids in middle adolescence may find themselves thinking things like:
 •"I'm doing well enough in math and I really want to see this movie… one
night of skipping studying won't matter."
•Do I really have to wear a condom during sex if my girlfriend takes the
pill?"
•"Marijuana is legal now, so it can't be that bad."
While they may be able to walk through the logic of avoiding risks outside of
these situations,
strong emotions often continue to drive their decisions when impulses come into
play.
Late Adolescents (18-21… and beyond!)

> Late adolescents generally have completed physical

development and grown to their full adult height.
> They usually have more impulse control by now
and may be better able to gauge risks and rewards accurately.
> In comparison to middle adolescents, youth in late
adolescence might find themselves thinking:
 While I do love Paul Rudd movies, I need to study for my final."
 "I should wear a condom…even though my girlfriend is on birth control, that's not 100%
in preventing pregnancy."
 "Even though marijuana is legal, I'm worried about how it might affect my mood and
work/school performance."
 Teens entering early adulthood have a stronger sense of their own
individuality now and can identify their own values. They may
become more focused on the future and base decisions on their
hopes and ideals. Friendships and romantic relationships become
more stable. They become more emotionally and physically
separated from their family. However, many reestablish an "adult"
relationship with their parents, considering them more an equal
from whom to ask advice and discuss mature topics with, rather
than an authority figure.
PHYSICAL GROWTH

 The adolescent growth spurt is a rapid increase in an

individual's height and weight during puberty resulting
from the simultaneous release of growth hormones,
thyroid hormones, and androgens. Males experience
their growth spurt about two years later than females
 Hormonal Changes
 Puberty involves distinctive physiological changes in an individual’s height,
weight, body composition, and circulatory and respiratory systems. During this
time, both the adrenal glands and the sex glands mature—processes known as
adrenarche and gonadarche, respectively.
 These changes are largely influenced by hormonal activity. Hormones play
an organizational role (priming the body to behave in a certain way once puberty
begins) and an activational role (triggering certain behavioral and physical
changes). During puberty, the adolescent’s hormonal balance shifts strongly
towards an adult state; the process is triggered by the pituitary gland, which
secretes a surge of hormonal agents into the blood stream and initiates a chain
reaction.
 Sexual Maturation
 It is this stage in life in which a child develops secondary sex
characteristics. Primary sex characteristics are organs specifically needed for
reproduction, like the uterus and ovaries in females and the testes in
males. Secondary sex characteristics, on the other hand, are physical signs of
sexual maturation that do not directly involve sex organs. In females, this
includes development of breasts and widening of hips, while in males it includes
development of facial hair and deepening of the voice. Both sexes experience
development of pubic and underarm hair, as well as increased development of
sweat glands.
 The male and female gonads are activated by the surge of hormones, which puts
them into a state of rapid growth and development. The testes primarily release
testosterone, and the ovaries release estrogen; the production of these hormones
increases gradually until sexual maturation is met. Girls experience menarche,
the beginning of menstrual periods, usually around 12–13 years old, and boys
experience spermarche, the first ejaculation, around 13–14 years old. Facial hair
in males typically appears around age 14.
 Physical Growth
 The adolescent growth spurt is a rapid increase in an individual’s height and weight
during puberty resulting from the simultaneous release of growth hormones, thyroid
hormones, and androgens. Males experience their growth spurt about two years later than
females. The accelerated growth in different body parts happens at different times, but for
all adolescents it has a fairly regular sequence. The first places to grow are the extremities
(head, hands, and feet), followed by the arms and legs, and later the torso and shoulders.
This non-uniform growth is one reason why an adolescent body may seem out of
proportion. During puberty, bones become harder and more brittle.
 Before puberty, there are nearly no differences between males and females in the
distribution of fat and muscle. During puberty, males grow muscle much faster
than females, and females experience a higher increase in body fat. The ratio
between muscle and fat in post-pubertal males is around 1:3, while for males it is
about 5:4. An adolescent’s heart and lungs increase in both size and capacity
during puberty; these changes contribute to increased strength and tolerance for
exercise.
 Girls:
 Girls may begin to develop breast buds as early as 8 years old. Breasts develop fully
between ages 12 and 18.
 Pubic hair, armpit and leg hair usually begin to grow at about age 9 or 10, and reach
adult patterns at about 13 to 14 years.
 Menarche (the beginning of menstrual periods) typically occurs about 2 years after
early breast and pubic hair appear. It may occur as early as age 9, or as late as age
16. The average age of menstruation in the United States is about 12 years.
 Girls growth spurt peaks around age 11.5 and slows around age 16.
 Boys may begin to notice that their testicles and scrotum grow as early as age 9. Soon, the
penis begins to lengthen. By age 17 or 18, their genitals are usually at their adult size and
shape.
 Pubic hair growth, as well as armpit, leg, chest, and facial hair, begins in boys at about age 12,
and reaches adult patterns at about 17 to 18 years.
 Boys do not start puberty with a sudden incident, like the beginning of menstrual periods in
girls. Having regular nocturnal emissions (wet dreams) marks the beginning of puberty in
boys. Wet dreams typically start between ages 13 and 17. The average age is about 14 and a
half years.
 Boys' voices change at the same time as the penis grows. Nocturnal emissions occur with the
peak of the height spurt.
 Boys' growth spurt peaks around age 13 and a half and slows around age 18.
 Brain Development
 The adolescent brain also remains under development during this time. Adolescents often
engage in increased risk-taking behaviors and experience heightened emotions during
puberty; this may be due to the fact that the frontal lobes of their brains—which are
responsible for judgment, impulse control, and planning—are still maturing until early
adulthood (Casey, Tottenham, Liston, & Durston, 2005).
 Cognitive Development in Adolescence
 In adolescence, changes in the brain interact with experience, knowledge, and social demands
and produce rapid cognitive growth.
 Adolescence is a time for rapid cognitive development. Cognitive theorist Jean Piaget
describes adolescence as the stage of life in which the individual’s thoughts start taking
more of an abstract form and egocentric thoughts decrease. This allows an individual to
think and reason with a wider perspective. This stage of cognitive development, termed
by Piaget as the formal operational stage, marks a movement from an ability to think
and reason from concrete visible events to an ability to think hypothetically and
entertain what-if possibilities about the world. An individual can solve problems
through abstract concepts and utilize hypothetical and deductive reasoning. Adolescents
use trial and error to solve problems, and the ability to systematically solve a problem
in a logical and methodical way emerges.
PSYCHOSOCIAL DEVELOPMENT

 IDENTITY VS ROLE CONFUSION

 Adolescent Identity Exploration
 Adolescence is the period of life known for the formation of personal and social identity. Adolescents must
explore, test limits, become autonomous, and commit to an identity, or sense of self. Different roles,
behaviors, and ideologies must be tried out to select an identity, and adolescents continue to refine their
sense of self as they relate to others. Erik Erikson referred to the task of the adolescent as one of identity
versus role confusion.
 Thus, in Erikson’s view, an adolescent’s main questions are “Who am I?” and “Who do I want to be?”
Some adolescents adopt the values and roles that their parents provide them with; other teens develop
identities that are in opposition to their parents but align with a peer group. This is common, as peer
relationships become a central focus in adolescents’ lives.
 Adolescents tend to be rather egocentric; they often experience a self-conscious desire to
feel important in peer groups and receive social acceptance. Because choices made during
adolescence can influence later life, higher levels of self-awareness and self-control in
mid-adolescence will contribute to better decisions during the transition to adulthood.
Three general approaches to understanding identity development include self-concept,
sense of identity, and self-esteem.
 Self-Concept
 Early in adolescence, cognitive developments result in greater self-awareness. This leads
to greater awareness of others as well as one’s own thoughts and judgments. Adolescents
develop the ability to think about abstract, future possibilities and consider multiple
possibilities at once. They can conceptualize multiple possible selves that they could
become, as well as long-term possibilities and consequences of their choices.
 Adolescents can begin to qualify their traits when asked to describe themselves.
Differentiation occurs as an adolescent recognizes and distinguishes the contextual factors
that influence their own behavior and the perceptions of others. Differentiation becomes
fully developed by mid-adolescence.
 Sense of Identity
 Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self
that is stable across circumstances and includes past experiences and future goals.
 Erikson determined that “identity achievement” resolves the identity crisis in which
adolescents must explore different possibilities and integrate different parts of themselves
before committing to their chosen identity.
 Adolescents begin by defining themselves based on their membership in a group and then
focus in on a personal identity.
 Self-Esteem
 Self-esteem consists of one’s thoughts and feelings about one’s self-concept and identity.
In the United States,
 Children who are raised female are often taught that their sense of self is highly linked to
their relationships with others; therefore, many adolescent girls enjoy high self-esteem
when engaged in supportive relationships with friends. The most important function of
friendship here is having someone who can provide social and moral support.
 Children who are raised as male, on the other hand, are often taught to value such things
as autonomy and independence; therefore, many adolescent boys are more concerned
with establishing and asserting their independence and defining their relation to authority.
High self-esteem is often derived from their ability to successfully influence their friends.
 Psychological Changes
 During puberty, adolescents experience changes in the levels of certain neurotransmitters
(such as dopamine and serotonin) in the limbic system. This affects the way in which they
experience emotions, typically making them more emotional than younger children and
adults and more sensitive to rewards and stress.
 Other cognitive developments have an impact on identity formation as well. When
adolescents are able to think abstractly and reason logically, they have an easier time
exploring and contemplating possible identities. When adolescents have advanced
cognitive development and maturity, they tend to resolve identity issues more easily than
peers who are less cognitively developed.
 Parental Relationships
 When children go through puberty in the United States, there is often a significant
increase in parent-child conflict and a decrease in cohesive familial bonding. Arguments
often concern new issues of control, such as curfew, acceptable clothing, and the right to
privacy. Parent-adolescent disagreement also increases as friends demonstrate a greater
impact on the child; this is especially true when parents do not approve of new friends’
values or behaviors.
 While adolescents strive for freedom, the unknowns can be frightening for parents.
Although conflicts between children and parents increase during adolescence, they are
often related to relatively minor issues. Regarding more important life issues, many
adolescents will still share the same attitudes and values as their parents. Adolescents who
have a good relationship with their parents are less likely to engage in various risky
behaviors, such as smoking, drinking, fighting, and/or unprotected sex.
 Peer Relationships
 As adolescents work to form their identities, they pull away from their parents, and the
peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007). The
level of influence that peers can have over an adolescent makes these relationships
particularly important in personal development. As children begin to create bonds with
various people, they start to form friendships; high quality friendships may enhance a
child’s development regardless of the particular characteristics of those friends.
Adolescents associate with friends of the opposite sex much more than in childhood and
tend to identify with larger groups of peers based on shared characteristics.
 Nutrition and Activity
 Adolescents may be ready to make decisions about their body and health. Making healthy
decisions about what to eat and drink, how active they are, and how much sleep to get are
important decisions that can either promote or hinder health. Unfortunately, many teens
do not make healthy decisions, partly due to the frontal cortex still developing and partly
due to the culture in which we live.
 Healthy Eating
 Teens need to be taught how to make healthy eating choices. Here are some healthy eating tips
that teens should know:
 Try to limit foods like cookies, candy, frozen desserts, chips, and fries, which often have a lot of
sugar, unhealthy fat, and salt.
 For a quick snack, try recharging with a pear, apple, or banana; a small bag of baby carrots; or
hummus with sliced veggies.
 Don’t add sugar to your food and drinks.
 Drink fat-free or low-fat milk and avoid sugary drinks. Soda, energy drinks, sweet tea, and some
juices have added sugars, a source of extra calories. The 2015-2020 Dietary Guidelines
recommend getting less than 10 percent of your daily calories from added sugars.
 Physical Activity
 Physical activity should be part of teenagers’ daily life, whether they play sports, take
physical education (PE) classes in school, do chores, or get around by biking or walking.
Regular physical activity can help teenagers manage their weight, have stronger muscles
and bones, and be more flexible.
 Sleep Needs
 Sometimes it’s difficult for teens to get enough sleep, especially if they have jobs, help
take care of younger brothers or sisters, or are busy with other activities after school. Like
healthy eating and getting enough physical activity, getting enough sleep is important for
staying healthy.
PSCHOSEXUAL DEVELOPEMENT

The Genital Stage

 Age Range: Puberty to Death
 Erogenous Zone: Maturing Sexual Interests
 The onset of puberty causes the libido to become active once again. During the final stage
of psychosexual development, the individual develops a strong sexual interest in the
opposite sex. This stage begins during puberty but last throughout the rest of a person's
life.
 Unlike the many of the earlier stages of development, Freud believed that the ego and
superego were fully formed and functioning at this point. Younger children are ruled by
the id, which demands immediate satisfaction of the most basic needs and wants.
 Teens in the genital stage of development are able to balance their most basic urges
against the need to conform to the demands of reality and social norms.
KOLBERG

 Level 2 - Conventional morality

At the conventional level (most adolescents and adults), we begin to internalize

the moral standards of valued adult role models. Authority is internalized but not
questioned, and reasoning is based on the norms of the group to which the person
belongs.
 Main health issues
 Injuries. Unintentional injuries are the leading cause of death and disability among adolescents. ...
 Mental health. ...
 Violence. ...
 HIV/AIDS. ...
 Other infectious diseases. ...
 Early pregnancy and childbirth. ...
 Alcohol and drugs. ...
 Nutrition and micronutrient deficiencies.
 Help your child anticipate changes in his or her body. Learn about puberty and explain
what's ahead. Reassure them that physical changes and emerging sexuality is part of normal,
healthy development. Leave room for questions and allow children to ask them at their own
pace. Talk to your pediatrician when needed!
 Start early conversations about other important topics. Maintain open communication
about healthy relationships, sex, sexuality, consent, and safety (such as how to prevent
sexually transmitted infection and pregnancy, and substance use). Starting these conversations
during early adolescence will help build a good framework for discussions later.
 Keep conversations with your child positive. Point out strengths. Celebrate successes.
 Be supportive and set clear limits with high (but reasonable) expectations.
Communicate clear, reasonable expectations for curfews, school engagement, media use,
and behavior, for example. At the same time, gradually expanding opportunities for more
independence over time as your child takes on responsibility. Youth with parents that aim
for this balance have been shown to have lower rates of depression and drug use.
 Discuss risky behaviors (such as sexual activity and substance use) and their
consequences. Be sure to set a positive example yourself. This can help teens consider or
rehearse decision-making ahead of time and prepare for when situations arise.
 Honor independence and individuality. This is all part of moving into early adulthood.
Always remind your child you are there to help when needed.
THANK YOU